BUILDING A COMPREHENSIVE PREVENTION PROGRAM(and surpass Clery compliance responsibilities along the way)

WHAT WE’LL DISCUSS TODAY▪ Getting on the same prevention page

▪ The Prevention Matrix As A Roadmap

▪ Logic Models Are Your Best Friend

▪ Ready, Set Plan!

GETTING ON THE SAME PREVENTION PAGE

WHAT DOES CLERY ASK OF US?

PRIMARY PREVENTION

▪programming, initiatives, and strategies informed by research or assessed for value, effectiveness or outcome that are intended to stop dating violence, domestic violence, sexual assault or stalking before they occur

▪ through the promotion of positive and healthy behaviors that foster healthy, mutually respectful relationships and sexuality, encourage safe bystander intervention, and seek to change behavior and social norms in healthy and safe directions.

AWARENESS PROGRAM

▪community-wide or audience-specific programming, initiatives, and strategies that increase audience knowledge and share information and resources to prevent violence, promote safety, and reduce perpetration

ONGOING PREVENTION AND AWARENESS CAMPAIGN▪programming, initiatives, and strategies that are sustained over time and focus on increasing understanding of topics relevant to and skills for addressing dating violence, domestic violence, sexual assault, and stalking using a range of strategies with audiences throughout the institution

A few other definitionsRisk reduction: “reduce risk of perpetration and bystander inaction”

Bystander Intervention: “includes recognizing situations of

potential harm, understanding institutional structures and cultural

conditions that facilitate violence, overcoming barriers to

intervening, identifying safe and effective intervention options,

and taking action to intervene”

WHAT DO WE MEAN BY “COMPREHENSIVE?”▪Who/what is the target audience or focus of the initiative, program, training, outreach?

▪When is the activity intended to impact the target audience?

▪How is the activity seeking to promote prevention?

SOCIO-ECOLOGICAL MODEL:Who/what is the target audience or focus of the initiative, program, training, outreach?

INDIVIDUAL LEVEL

▪Prevention strategies at this level are often designed to promote attitudes, beliefs, and behaviors that ultimately prevent violence. Specific approaches may include education and skills training.

RELATIONSHIP: PEER/GROUP LEVEL▪Prevention strategies at this level may include mentoring and peer programs designed to reduce conflict, disrupt or challenge group norms, foster problem solving skills, and promote healthy relationships, and healthy sexuality.

COMMUNITY: CAMPUS LEVEL

▪Prevention strategies at this level are typically designed to impact the social and physical environment. Examples include reducing social isolation, improving economic and racial diversity on campus, as well as addressing the climate, processes, and policies within campus settings.

SOCIETAL: LOCAL/STATE LEVEL

▪The fourth level looks at the broad societal factors that help create a climate in which violence is encouraged or inhibited. These factors include social and cultural norms that support sexual and gendered violence as acceptable. Other large societal factors include the health, economic, educational and social policies that support violence or inhibit perpetrator accountability and survivor healing.

LEVELS OF PREVENTIONWhen is the activity intended to impact the target audience?

PRIMARY PREVENTION

Approaches that are employed before any sexual violence has occurred to prevent initial perpetration and victimization. Primary prevention includes building an environment that encourages well-being and healthy choices.

SECONDARY PREVENTION

An immediate response just before sexual violence is perpetrated or after sexual violence has been perpetrated.

Secondary prevention deals with the short-term consequences of violence; it attempts to interrupt the violence or reduce the harm to the victims in the immediate aftermath of the violence (e.g. separating the victim and the perpetrator; providing immediate crisis counseling for the victim), and to identify, locate, and address the perpetrators.

TERTIARY PREVENTIONA long-term response after sexual violence perpetration. Tertiary prevention addresses the lasting consequences of victimization (e.g. by providing ongoing counseling for victims) and the provision of appropriate and evidence-based sanctions and other interventions for perpetrators of sexual violence to minimize the possibility of re-offense. Tertiary prevention may also includes intervention in family violence and/or appropriate treatment of other mental health and substance use concerns to prevent reoccurrence of the situations and behaviors that cause harm.

THE PREVENTION MATRIX AS A ROAD MAP

SPECTRUM OF PREVENTIONHow is the activity seeking to promote prevention?

BY MAPPING CAMPUS PARTNER EFFORTS ON THE SPECTRUM OF PREVENTION▪Everyone has an opportunity to contribute within their sphere of influence and expertise

▪Keeps partners from “crashing” into each other in overlapping efforts or conflicting priorities

▪Makes different but essential roles in prevention visible to everyone

▪Promotes partner collaboration and accountability

LOGIC MODELS ARE YOUR BEST FRIEND!

(MAYBE YOU FEEL THIS WAY?)

WHY?

LOGIC MODELS CAN:

▪Help your campus make decisions about whether to initiate or end programs and activities based on a planned, intentional strategy

▪Build objectives and assessment into the planning of the activities and initiatives

▪Make your prevention strategy visible to others (including federal regulators)

GETTING STARTED ON YOUR LOGIC MODEL▪ Colleges and universities have significant expertise on program evaluation—tap your colleagues

for support and resources

▪ Other resources: Innovation Network—free resources for non-profit organizations including extensive logic model workbook (https://innonet.org)

▪ CDC Program Performance evaluation office (PPEO) has free and readily available resources on a wide variety of program evaluation tools, including logic model templates

READY, SET, PLAN

YOUR TURN! STARTING ACTIVITIES

▪ Take an inventory of what you’re already doing on campus in each area

▪ Identify the roles that key stakeholders and partners at your institution play in prevention

▪ Determine where you have significant activity and capacity and where you have less activity and capacity

▪ Target 1 or 2 areas for increased effort this year

NEXT STEPS

▪Craft a 1-year Plan

▪Begin planning a multi-year plan

▪Assess efforts at intervals regular intervals

▪Share your plan and your progress with your community

THANK YOU!Holly Rider-Milkovich

hburmeis@umich.edu; (734) 764-7771